Critical Discourse Analysis in Education: A Review of the Literature

Abstract

During the past decade educational researchers increasingly have turned to Critical Discourse Analysis (CDA) as a set of approaches to answer questions about the relationships between language and society. In this article the authors review the findings of their literature review of CDA in educational research. The findings proceed in the following manner: the multiple ways in which CDA has been defined, the theories of language included in CDA frameworks, the relationship of CDA and context, the question of methods, and issues of reflexivity. The findings illustrate that as educational researchers bring CDA frameworks into educational contexts, they are reshaping the boundaries of CDA.

Cite this

Rebecca L. Rogers, Elizabeth Malancharuvil-Berkes, Melissa Mosley, Diane Hui, Glynis O’Garro Joseph (2005). Critical Discourse Analysis in Education: A Review of the Literature. Review of Educational Research. https://doi.org/10.3102/00346543075003365

@article{l2005critical,
  title  = {Critical Discourse Analysis in Education: A Review of the Literature},
  author = {Rogers, Rebecca L. and Malancharuvil-Berkes, Elizabeth and Mosley, Melissa and Hui, Diane and Joseph, Glynis O’Garro},
  year   = {2005},
  journal = {Review of Educational Research},
  doi    = {10.3102/00346543075003365}
}

Citations in this library

Stored only when both papers are in the corpus — 641 citations exist upstream.

References

Cited by